Basic Informations

C.V

Name :

Date of birth :

Present address:

Tel. :

E-mail :

Marital status :

Mohamed Saad Bakry

4 January 1976, Beni-Suef, Egypt

Beni suef University

Faculty of Education

Shafee str, Beni suef

Egypt.

Egypt: 002- 0101- 779 - 7171

002- 0115- 340 - 0377.

msbakry314@yahoo.com

Married with three children (12, 7, years and 3 year).

Qualifications:

· Ph.D. in Arabic teaching methodology (granted date: July. 2009), Institut fuer Sozialpadagogik Weiterbildung Und Empirische Paedagogik, WW Universität Münster, Germany, thesis entitled (Preventative Program to Early Diagnosis and Remediation of Dyslexic Pupils in Primary School in Egypt).

· Master degree in Arabic teaching methodology, Cairo University, Egypt (2003), thesis entitled (A suggested program in Arabic language for science students).

· Special diploma in education Cairo University, Egypt (1999), final grade very good.

· License in Arabic language, Cairo University, Egypt (1997), final grade very good.

Publications:

· Mohamed Bakry (2018). The relationship between phonological awareness and orthography knowledge and word identification "longitudinal Study". Manuscript at ICCI. (In Arabic).

· Mohamed Bakry & Mohamed Abdul Kader (2018). The effectiveness of a phonological awareness based unit on in the treatment of primary school student's spelling errors. Accepted at Journal of Faculty of Education for Educational Sciences. . (In Arabic).

· Mohamed Bakry (2017). Effects of morphological based instruction on bilingual (Arab – German) students' ability to comprehend texts and genres. ICCI. (In Arabic).

· Mohamed Bakry (2016). A Suggested strategy based on Vocabulary depth and context clues to improve lexical inference for primary school students. Accepted at ICCI. (In Arabic).

· Mohamed Bakry,& Ch. Fischer (2016). Reading in Arabic: The relationship between bilingual children morphological awareness and Arabic word decoding, The International Conference on Education and Psychology (ICEAP) Kyoto, Japan, November 22-24, 2016.

· Mohamed Saad Bakry, Hashem A Alsamadani ( 2015). Improving the Persuasive Essay Writing of Students of Arabic as a Foreign Language (AFL): Effects of Self-Regulated Strategy Development, Procedia - Social and Behavioral Sciences, 182, 89 – 97

· Ramadan M. S. B. (2009): Preventative Program to Early Diagnosis and Remediation of Dyslexic Pupils in Primary School in Egypt, published online in miami.uni-muenster.de.

· Ramadan M. S. B. 2012: Effects of Phonological awareness and phoneme-grapheme correspondence as predictors of Reading accurate and word decoding skills for Arabic speakers' children - longitudinal study (Prepared).

Experiences:

· (September 2014 – till now) lecturer in the department of curricula and Arabic instruction, faculty of education, Beni Suef University

· (March 2014 – September 2014) Visitor researcher at the Faculty of Education - University of Muenster – Germany.

· (July 2012 – February2014) lecturer in the department of curricula and Arabic instruction , faculty of education, Beni Suef University.

· (September 2011 – June 2012) Assistant professor in the department of Education, University College, Umm Alqura university, Saudi Arabia.

· (October 2010 – August 2011) lecturer in the department of curricula and Arabic Instruction , faculty of education, Beni Suef University.

· (June 2007 – July 2009) Studying PhD under a Grant from Government of Egypt at Institut fuer Sozialpadagogik Weiterbildung Und Empirische Paedagogik, WW Universität Münster, Germany.

· (December.2003 -June 2007) Assistant Lecturer in the department of curricula and Instruction , faculty of education, Cairo University.

· (April 1998 - December.2003) demonstrator in the department of curricula and Instruction , faculty of education, Cairo University.

· (January 1998 – July 1998) Arabic teacher, Beni –suef city schools – Egypt.

Training:

· (April 2017) Generic Course Design / Re- Design, University of Strathclyde , UK, In cooperation with Beni Suef University, Egypt

· (April 2016) Using SPSS in social sciences. Faculty of Science, Beni Suef University.

· (October 2015) Effective Cooperation in Teams, DAAD Cairo.

· (September 2015) Scientific Writing Structure and Logic, DAAD Cairo.

· (January– March 2014). Trainer in the “qualifying teachers in service program” ministry of education in collaboration with the Faculty of Education – Beni Suef University.

· (May – July 3013) Trainer in the Improve Childhood Education Program” Ministry of Education in Collaboration with the Faculty of Education – Beni Suef University.

· ( December 2013 ) Communication and Rhetorical Techniques, DAAD.

· (October 5-8 2009) Examination systems and students evaluating, FLDS center Beni Suef University, Egypt.

· (September 29-1 2009) University administration, FLDS center Beni Suef University, Egypt.

· (September 8-10 2009) International publication of scientific research, FLDS center Beni Suef University, Egypt.

· ( March 2006 – April 2006) Germany language course, Zentrumfuerdeutsch, Egypt.

· (February 2007) international computer driving license, Egypt.

Projects:

· “building and using comprehensive evaluation tools" Competitive Project, Suef University, Egypt. (Since 3014).

Activities:

· (2018) Reviewer at "Journal of Research in Reading" Wiley online Library.

· (2016) Participation in the International Conference on Education and Psychology, Kyoto, Japan.

· (2015) Reviewer at “ The international Journal of English and literature”

· (2014) 4th world conference on Educational technology researches, Barcelona, Spain.

· (2014) 2th Global conference on Psychology researches, Barcelona, Spain.

· The first scientific conference "Systemic in Teacher Preparation a major demand to meet the challenges of the20 Century (22-23 April 2003), faculty of education, Cairo University ,Egypt.

· The second scientific conference "Childhood and creativity (27-28 April 2004) faculty of education, Cairo University, Egypt.

· The Egyptian Association for Comparative Education and Educational Administration 13th Conference "Accreditation and quality assurance of educational Establishments" 29-30 January 2005), faculty of education, Cairo University, Egypt.

· The second scientific conference "prior university curriculum reality and development strategies" (7-8 may2005) , faculty of education, Cairo University, Egypt.

· The Egyptian Association for Comparative Education and Educational Administration 18th Conference "Contemporary trends in the development of education in the Arab world" (6-7 February2010) faculty of education, Beni suef University, Egypt.

Methodologies:

· Design and implementation of assessment tools for bilingual and monolingual learners .

· Design and implementation phonological awareness assessment and treatment programs for native and non native Arabic speakers.

· Design and implementation phoneme-grapheme correspondence assessment and treatment programs for native and non native Arabic speakers.

· Design and implementation program s of teaching language for specific purposes.

· Language needs identification techniques for native and non native Arabic speakers.

· Integrated language programs design for native and non native Arabic speakers.

· Using self regulation development strategy to improve persuasive essay writing for non native Arabic speakers.

· Design and implementation morphological awareness assessment tools for non native Arabic speakers.

· Vocabulary depth and breadth tools.

Membership:

· Member of the “International literacy Association” (ILA).

· Member of the “Egyptian council for curriculum and instruction” (ICCI).

· Member of the “Egyptian association for reading learning” (EARL).

Interests:

· Bilingual - Dyslexia - Reading and Writing instruction for native and non native Arabic speakers - Phonological awareness, morphological awareness, phoneme-grapheme correspondence, visual spatial assessment and treatment, Arabic language teaching for special purposes .

Courses:

· Arabic instruction.

· Methods of Teaching Arabic.

· Curricula.

· Teaching skills.

· Arabic for specific purposes (non specialist students).

References:

· Prof. Dr. Mostafa Raslan, Faculty of education- Ain shams university – Egypt, Tel. 002-010- 622-1225. D.raslan@yahoo.com

· Prof. Dr. Mahmoud Alnaqa, Faculty of education- Ain shams university – Egypt, Tel. 002-012- 288-4661. e-mail: alnaka66@yahoo.com

· Prof. Dr. Christian Fischer,i nternationales Centrum für Begabungsforschung (ICBF), Westfälische Wilhelms-Universität Münster, Bispinghof 5/6 , 48143 Münster , Tel. +49 251 83-29313, e-mail: fiscchr@uni-muenster.de

· Gerd Mannhaupt, Fachgebiet für Grundschulpädagogik und kindheitsforschung, Universität Erfurt, Nordhäuser Str. 63, 99089 Erfurt, Tel.: +49-361-737-2101, Fax: +49+361-737- 2109, e-mail: gerd@mannhaupt.de

C.V PDF

Master Title

A Suggested program in the Arabic for scientific colleges' students

Master Abstract

The study aimed to measure the effectiveness of a proposed integrated program in the Arabic language for students of scientific colleges. To achieve this, the experimental design of the one group was used through the selection of thirty five students in the second year of the Biological department - Faculty of Science - Cairo University - Beni Suef branch as a study group. The results of the study indicated the effectiveness of the proposed program in the development of writing skills (writing reports, notes taking ), as well as spelling and grammatical skills, and reading comprehension skills

Master Abstract PDF

PHD Title

Preventative Program to Early Diagnosis and Remediation of Dyslexic Pupils in Primary School in Egypt)

PHD Abstract

Phonological awareness is crucial for literacy development, and they even have a casual relationship for alphabetic scripts. There is a wide body of research to support the view that children with low levels of phonological awareness on entering school are more likely to be poorer readers and spellers than those with high levels. Because academic success is largely dependent upon reading, teachers need a quick and accurate way to identify potential problems as early as possible. The purpose of the current study was to develop an intervention program to early identification and remedial children at risk of dyslexia in two domains (phonological awareness, and phoneme-grapheme correspondence). The study has two phases: in the first phase the early diagnosis test for dyslexia (phonological awareness, and phoneme grapheme correspondence) was designed and developed through implementation. In the second phase the remedial program was design only. To determine the test norms, and answer the study questions, 85 and 80 Egyptian first-grade children were examined on tasks assessing phonological awareness, and phoneme-grapheme correspondence in 2 time points. The results of the study included two phases, the first result indicate that the early diagnosis test for dyslexia (phonological awareness, and pho-neme grapheme correspondence) was valid, reliable to assess Egyptian first-grade children phonological awareness, and phoneme grapheme cor-respondence. The second result answered the study questions, which indi-cated firstly that: rhyme task was considered the easiest phonological awareness task (with mean, 7.04 - 7.76 and gain average .72); where as syllables segmentation is more difficult than the other skills (with mean, 5.62- 6.00 and gain average. 38). Secondly liquid task was considered the easiest phoneme-grapheme correspondence task (with mean, 73 -, 89) whereas nasal was more difficult than the other skills for both tasks (with mean .45 - .49) followed by fricative (with mean.56 - .62). Finally, Letter knowledge was most closely associated with syllables blending, and less closely associated with first syllable identification. In general there is a clear relationship between phonological awareness and phoneme-grapheme correspondence. The study results was discussed in the light of the application and devel-opment of treatment program

PHD Abstract PDF